摘要
This paper aims to explore motivational variations in different teenage English learner groups in Chinese context.Drawing on L2 Motivational Self System as the theoretical framework,combining You and Dornyei’s research with my professional teaching experience,this paper found that students who learn English for the purpose of passing the exam,ought-to L2self dimension is the highest,with L2 learning experience and ideal L2 self following behind.Students who tend to live or study abroad,ideal L2 self is the best predictor,followed by L2 learning experience and ought-to L2 self.This indicates that teachers should improve teaching methods,apply motivational strategies in the classroom,and encourage and help students to use selfmotivating strategies to motivate themselves.
This paper aims to explore motivational variations in different teenage English learner groups in Chinese context.Drawing on L2 Motivational Self System as the theoretical framework, combining You and Dornyei's research with my professional teaching experience, this paper found that students who learn English for the purpose of passing the exam, ought- to L2 self dimension is the highest, with L2 learning experience and ideal L2 self following behind.Students who tend to live or study abroad, ideal L2 self is the best predictor, followed by L2 learning experience and ought-to L2 self. This indicates that teachers should improve teaching methods, apply motivational strategies in the classroom, and encourage and help students to use selfmotivating strategies to motivate themselves.
出处
《海外英语》
2016年第8期231-235,共5页
Overseas English
